ingles ilerna

This is ________ house. yours. me. my. mine.

He _____ to school every day. go. goes. gone. went.

What is the correct comparative form of "big"?. more big. bigger. biggier. biggiest.

"Bob is on holiday.""Oh, where _____ he gone?". did. has. goes. do.

_____ you read romantic novels or horror novels?. do. does. are. is.

I have my camera here because I _____ photos. am going to take. was going to taken. am going to taken. going take.

This time tomorrow, I ________ on the beach. will be relaxing. will relax. am relaxing. will relaxed.

When I called him, he ________ TV. was watching. is watching. watched. will watch.

She was ______ high she could reach the highest shelf. so. such. too. too much.

"Gary phoned while you were out." "OK. I _____ him back.". are going to call. go to call. will call. called.

________ Jane, the judge was right. according to. in spite. moreover. for.

We’ve lived here ___ 2010. for. from. since. by.

My birthday is ___ July. in. on. at. by.

If I study hard, I ________ pass the exam. would have passed. would pass. will pass. passed.

If you work hard, you _____ promoted. will be. would be. would have been. would been.

Many accidents _____ by dangerous driving. is caused. are caused. caused. will caused.

The cake ________ by my mother yesterday. has been baked. baked. is baked. was baked.

osh cleans his room every day. His room is cleaned every day. His room were cleaned every day. His room was cleaned every day. His room will cleaned every day.

They were late again, ___?. weren’t they. were we. didn’t they. are they.

The people elected the president. The president were elected. The president will be elected. The president was elected. The president is elected.

He said, "I am feeling better now." → He said that he ________ _______ better then. has been feeling. had been feeling. was feeling. is feeling.

He said, "I can't swim.". REPORTED SPEECH: He said that he ________ swim. wouldn't. can't. won't. couldn't.

Reported speech: I said: "I have been in Paris before". I said that I was in Paris before. I said that I am in Paris before. I said that I had been in Paris before. I said that I have been in Paris before.

She said: "I am going to the store" - Reported speech: She said that she ____________ to the store. is going. will go. has been going. was going.

Anna said "My parents are fine."→ Anna said that her parents _______________ fine. are being. have been. were. are.

My shoes are ________than yours. good. best. better. gooder.

She __________ to Japan. hasn't never been. has never been. were. are.

"Bob is on holiday.""Oh, where _____ he gone?". did. has. does. do.

This is ________ house. my. mine. me. yours.

He ________ go to the party if he feels well. may. must. have to. shoudl.

______ you open the door, please?. may. must. have to. should.

"I______ cleaning the house by the time they arrive". will has finished. will been. will have finished. will have finish.

There are __________ students in this class. enough. too many. too much. too.

When I called him, he ________ TV. is watching. was watching. watched. will watch.

We walked ________ the park after lunch. under. on. through. since.

The book is ________ the shelf next to the window. in. on. at. to.

If it rains tomorrow, we _____ to the cinema. will go. go. would go. would have go.

If I study hard, I ________ pass the exam. would have passed. would pass. passed. will pass.

___ she is rich, she lives a very simple life. Because. so. and. Although.

The project ________ by the team next week. has been completed. will be completed. was completed. is completed.

We visited the town ___ Shakespeare was born. where. which. who. when.

We’ve met before, ________?. did we. haven't we. are we. have we.

The cake ________ by my mother yesterday. has been baked. baked. is baked. was baked.

"I will finish my homework later," she said. → She said that she ________ her homework later. has finished. finished. will finish. would finish.

Reported speech: I said: "I have been in Paris before". I said that I was in Paris before. I said that I am in Paris before. I said that I had been in Paris before. I said that I have been in Paris before.

Reported speech: Sandra said to me, "I will give you my book". Sandra said that she would give me her book. Sandra said that she will give me her book. Sandra said that she is going to give me her book. Sandra said that she gives me her book.

They said, "We are going to the beach." → They said that they ________ to the beach. had gone. are going. were going. will go.

He _____ to school every day. go. goes. gone. going.

When I called him, he ________ TV. was watching. watched. is watching. will watch.

I've been _____ English for 2 years. studying. study. studied. studies.

You ____________ shout in the library. Be in silence!. can. may. might. mustn't.

"Gary phoned while you were out." "OK. I _____ him back.". are going to call. go to call. will call. called.

If he ________ harder, he would have won the race. would try. tries. tried. had tried.

The homework ________ by the students right now. was done. is being done. has been done. will be done.

The musician ______ wrote that song is performing tonight. whose. whom. who. which.

The project ________ by the team next week. has been completed. will be completed. was completed. is completed.

Reported speech: Anna said "My parents are fine". Anna said that her parents were fine. Anna said that her parents are fine. Anna said that her parents have been fine. Anna said that her parents are being fine.

"I will finish my homework later," she said. → She said that she ________ her homework later. has finished. finished. will finish. would finish.

I've been _____ English for 2 years. studying. study. studied. studies.

She _____ her current work, so she is thinking about changing job. don't like. isn't like. doesn't like. doesn't likes.

This time tomorrow, I ________ on the beach. will be relaxing. will relax. am relaxing. will relaxed.

If you ________ water at 100°C, it boils. will heat. heated. heat. is heated.

If you ________ the sun too long, you get sunburned. will stay under. stay under. had stayed under. stayed under.

The car, ___ was very expensive, broke down after a week. that. who. which. where.

The company employs two hundred people. Two hundred people was employed by the company. Two hundred people will be employed by the company. Two hundred people were employed by the company. Two hundred people are employed by the company.

She doesn’t like coffee, ________?. has she. is she. doesn't she. does she.

This house ______________ in 1970. were built. been built. are built. was built.

They said: "We can come to the party." - REPORTED SPEECH: They said they ________ _____ to the party. will come. had come. would come. could come.

I ___________the movie. didn't liked. didn’t like. weren't liking. is liking.

If they hadn't told me about the exhibition, I never _____. would know. would known. would have known. will know.

If I ________ a million dollars, I would buy a house. would have. will have. have. had.

The people elected the president. The president were elected. The president will be elected. The president was elected. The president is elected.

They were late again, ___?. weren’t they. were we. didn’t they. are they.

. . . .

They said: "We can come to the party." - REPORTED SPEECH: They said they ________ _____ to the party. will come. had come. would come. could come.

We _____ a new project this week. starting. are starting. is starting. has started.

He ________ go to the party if he feels well. may. must. have to. should.

By this time next week, she ________ her final exams. will have completed. will be completing. will complete. completes.

The woman ___ lives next door is a doctor. where. who. which. when.

Reported speech: Clara said "I can't come to the party on Friday". She said that she doesn't come to the party on Friday. She said that she don't come to the party on Friday. She said that she couldn't come to the party on Friday. She said that she won't come to the party on Friday.

Inclusion. Adjustments or modifications provided to enable stu- dents with disabilities to participate fully in school activities. The practice of educating all students, regardless of their abilities or disabilities, in the same classroom environment. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maxi- mum extent appropriate. Ensuring fair treatment, opportunities, and advancement for all stu- dents while striving to identify and eliminate barriers that have prevented the full participation of some groups.

Equity. The presence of differences within a given setting, including race, ethnicity, gender, age, religion, and ability. Ensuring fair treatment, opportunities, and advancement for all stu- dents while striving to identify and eliminate barriers that have prevented the full participation of some groups. The ability to understand and share the feelings of another. The ability to understand, communicate with, and effectively interact with people across cultures.

Cultural Competence: A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. The ability to understand, communicate with, and effectively interact with people across cultures. A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. An educational approach that values diversity and includes the perspectives of a variety of cultural groups.

Neurodiversity: The qualities, beliefs, personality, looks, and expressions that make a person or group. The concept that neurological differences, such as autism and ADHD, are to be recognized and respected as any other human variation. Teaching strategies that support the learning of all students by recognizing and accommodating diverse learning needs and backgrounds. Assistance provided by peers, which can be formal or informal, to help students with diverse needs succeed socially and academically.

Peer Support: Assistance provided by peers, which can be formal or informal, to help students with diverse needs succeed socially and academically. The process by which people from different cultural backgrounds exchange information and understand each other. Activities or practices that create a sense of belonging and connection among group members. Teaching strategies that support the learning of all students by recognizing and accommodating diverse learning needs and backgrounds.

Anti-Bias Education: The concept that neurological differences, such as autism and ADHD, are to be recognized and respected as any other human variation. The process by which people from different cultural backgrounds exchange information and understand each other. Teaching designed to challenge prejudices and promo- te diversity and inclusion. An educational approach that values diversity and includes the perspectives of a variety of cultural groups.

Microaggressions. Preconceived opinion that is not based on reason or actual expe- rience. The process through which children ac- quire and apply the skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy, establish positive relationships, and make responsible decisions. The ability to understand and share the feelings of another. Everyday verbal, nonverbal, and environmental slights, snubs, or insults that communicate hostile or negative messages to indivi- duals based on their marginalized group membership.

identity: Everyday verbal, nonverbal, and environmental slights, snubs, or insults that communicate hostile or negative messages to indivi- duals based on their marginalized group membership. Activities or practices that create a sense of belonging and connection among group members. : The qualities, beliefs, personality, looks, and expressions that make a person or group. Tailoring instruction to meet individual students’ needs.

Social-Emotional Learning (SEL): The process through which children ac- quire and apply the skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy, establish positive relationships, and make responsible decisions. The process by which people from different cultural backgrounds exchange information and understand each other. Teaching strategies that support the learning of all students by recognizing and accommodating diverse learning needs and backgrounds. Teaching designed to challenge prejudices and promo- te diversity and inclusion.

Inclusive Pedagogy: Teaching strategies that support the learning of all students by recognizing and accommodating diverse learning needs and backgrounds. The process by which people from different cultural backgrounds exchange information and understand each other. The qualities, beliefs, personality, looks, and expressions that make a person or group. Preconceived opinion that is not based on reason or actual expe- rience.

Prejudice: Preconceived opinion that is not based on reason or actual expe- rience. The ability to understand and share the feelings of another. Unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex. The ability to understand, communicate with, and effectively interact with people across cultures.

Differentiated Instruction: The ability to understand, communicate with, and effectively interact with people across cultures. Tailoring instruction to meet individual students’ needs. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maxi- mum extent appropriate. Adjustments or modifications provided to enable stu- dents with disabilities to participate fully in school activities.

Accommodations: The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maxi- mum extent appropriate. Adjustments or modifications provided to enable stu- dents with disabilities to participate fully in school activities. The design of products, devices, services, or environments for people with disabilities. The presence of differences within a given setting, including race, ethnicity, gender, age, religion, and ability.

Universal Design for Learning (UDL). The ability to understand, communicate with, and effectively interact with people across cultures. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maxi- mum extent appropriate. The process by which individuals from different groups interact and form relationships in a community or school setting. An educational framework that accommodates all learning styles by providing multiple means of representa- tion, engagement, and expression.

Social Integration: The process by which individuals from different groups interact and form relationships in a community or school setting. Tailoring instruction to meet individual students’ needs. The presence of differences within a given setting, including race, ethnicity, gender, age, religion, and ability. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maxi- mum extent appropriate.

Social-Emotional Learning (SEL): The. Preconceived opinion that is not based on reason or actual expe- rience. A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. process through which children ac- quire and apply the skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy, establish positive relationships, and make responsible decisions. Unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex.

Restorative Practices: An approach to discipline that focuses on repairing harm and restoring relationships rather than punitive measures. A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. The process by which individuals from different groups interact and form relationships in a community or school setting. An educational framework that accommodates all learning styles by providing multiple means of representa- tion, engagement, and expression.

Equity: he practice of educating all students, regardless of their abilities or disabilities, in the same classroom environment. The setting that allows students with disabilities to be educated alongside their non-disabled peers to the maxi- mum extent appropriate. Ensuring fair treatment, opportunities, and advancement for all stu- dents while striving to identify and eliminate barriers that have prevented the full participation of some groups. The presence of differences within a given setting, including race, ethnicity, gender, age, religion, and ability.

Discrimination: Unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex. An educational approach that values diversity and includes the perspectives of a variety of cultural groups. An approach to discipline that focuses on repairing harm and restoring relationships rather than punitive measures. Teaching designed to challenge prejudices and promo- te diversity and inclusion.

Differentiated Instruction: Differentiated Instruction: Tailoring instruction to meet individual students’ needs. the ability to understand and share the feelings of another. A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. : Unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex.